In partial completion of the requirements for EDTfor this project, I have designed an instructional product that incorporates two tools which I had the opportunity to explore during this past semester. Target audience This activity is structured for current teachers of students with mild cognitive impairments and for students in undergraduate special education teacher preparation programs. This activity is developed for K special education center-based school programs. Learning objectives Using two online tools, learners will develop a life goal curriculum using the Diagnostic, Prescriptive and Evaluation DPE approach.
That characterization is not only incorrect, but also insulting. Mental health disorders come in many sizes and shapes and there is not a one-size-fits-all method of addressing them. However, from my own experience as a teacher, I know that a much larger number of youth are never diagnosed.
While teaching, I was always aware of instructional strategies and practices that can help their students meet their full potential. I would like to share these strategies that I have used to address mental health in the classroom.
Please keep in mind that every child is different and that with each disorder, there are varying degrees of symptoms and presenting issues. I will begin my focus with the anxiety disorders that can manifest in different forms. Anxious students may be easily frustrated or be perfectionists, having difficulty completing assignments.
Or, they may simply refuse to begin out of fear of failure. This can lead to absenteeism to avoid embarrassment. Here are some strategies that I have used effectively for students suffering anxiety: Allow flexible deadlines when they find a particular assignment worrisome.
Encourage accountability and follow-through, but not in ways that promote stress and discomfort.
Provide choices for assignments and help them feel like they have some control over their environment. Ensure they write down assignment instructions correctly. Post the daily class schedule so students can know what to expect.
Encourage involvement in extra-curriculars to help alleviate some anxiousness through exercise and a sense of social belonging. Model calmness and self-control. Bipolar disorder is another illness that is seen by teachers in the classroom.
Students may experience fluctuations in mood, energy levels, effort, and motivation that may occur many times a day, daily, in specific cycles, or during certain seasons of the year. As a result, a student with bipolar disorder may have difficulty concentrating, understanding assignments that have many parts or that have complex directions and may become defiant when confronted about their classwork.
Here are some suggested instructional strategies: Identify a place where the student can go for privacy until he or she regains self-control.
If a student becomes defiant, do not argue with them; instead, concentre on calming him or her down. If the student is willing, talk to him or her about their cycles and how they would prefer you to respond to their episodes. Depression is another disorder students may be experiencing.
They may display a marked change in their interest in schoolwork and activities. Their grades may drop significantly due to lack of interest, loss of motivation, or excessive absences. They may withdraw and refuse to socialize with peers or participate in classroom-based group projects.
Here are some suggested strategies for addressing depression: Reduce some classroom pressures. Break tasks into smaller parts. Reassure students that they can catch up.
Provide step-by-step instructions and be flexible and realistic with your expectations. Help students use positive statements about their performance and encourage positive and realistic goal-setting.
Encourage gradual social interaction i. Ask students who are more social to help bring that student back into group discussions. Ask parents what would be helpful in the classroom to reduce pressure or motivate the child.
Encourage physical activity that will assist the student in getting daily exercise. Never dismiss student feelings. Include information on depression in your teaching.
Show students that there have been many famous and successful people who have had depression and overcame it.Instructional Strategies For Teaching Students With Intellectual Disability use of the DPE approach is breaking down the walls and examines the child's disability and how it .
Information Brief Addressing Trends and Developments in Secondary Education and Transition Issue 5. Teaching Social Skills. By Christine D. Bremer and John Smith. Introduction. (ADHD), mental retardation, and emotional disturbance (p. ). Therefore, helping students learn social skills is a proactive approach to minimizing the impact.
Find helpful customer reviews and review ratings for Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach at leslutinsduphoenix.com Read . teaching, the teacher will follow a child’s attential lead and look expectantly at the child in an effort to encourage the child to request the target item.
Finally, time-delay is a procedure whereby the adult will wait a period of time for a child’s response before attempting another prompt or teaching strategy. (B) Likely, because low-achieving students often hesitate to volunteer and random questioning will increase responses from these students.
(C) Unlikely, because students in the middle-school grades prefer to have a choice in responding to discussions. (D) Unlikely, because students’ positive feelings toward the teacher will decrease.
This article gives special education teachers strategies to teaching students with disabilities, specifically the student with an intellectual disability. There are five important steps toward success: baby-stepping, exploring concrete experiences, feedback, using music, and patience.